7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).
7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes,monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions.
7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.
Literacy Standards:
#6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
#9 - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Science
7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.
7.E.1.3 Explain the relationship between the movement of air masses,high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.
7.E.1.4 Predict weather conditions and patterns based on information obtained from:
• Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure)
• Weather maps, satellites and radar
• Cloud shapes and types and associated elevation
Math
6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context, such as by: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population.
7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.
7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
English/Language Arts -
R.I.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. R.I.7.10 Read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. R.I.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R.I.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. R.I.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Objectives
Social Studies
Students will analyze hurricane data; students will use the collected data to journal human-environment interaction, economic impact, and other damages as noted from the hurricane's point-of-view. (Literacy - Personification)
Science
Students will collect hurricane data; students will use collected data and prior weather-based knowledge to explain hurricane activity/development. Students will also use collective data to formulate future weather forecasts.
English/Language Arts
Students will gather, analyze, and synthesize informational text through the use of the diigo application.
Math
Learning Activities
Exploring ihurricane HD app
Students will investigate weather factors necessary for hurricane development (i.e. cycling of water in and out of the atmosphere, relationship among movement of air masses, pressure systems, and frontal boundaries, and other weather related conditions). The app will be used to track and gather weather related data for a specific hurricane.
Diigo
Students will be placed into groups within diigo in their English Language Arts (ELA) class. Rather than doing one, whole-class period group, the groups will be based upon the six major hazards involved with hurricanes: storm surge, heavy rainfall, inland flooding, high winds, tornadoes and rip currents. From here, students must find internet-based articles about their specific topic to bookmark/tag, and then use the "highlighting" and "sticky note" features of diigo, therefore interacting with other members of that group. The information gathered here will be beneficial to the activities in both Science and Social Studies, and ultimately in the Animoto final unit assessment. Specific to ELA class, each of the six groups must present their diigo pages to their classmates via the interactive whiteboard in the classroom.
280daily
Within the Social Studies class students will synthesize information from both Diigo and ihurricane HD usage in English and Science and take on the persona of Hurricane Sandy. Using 280daily students will journal the daily human and environmental impact. After five days of journal entry, the students will convert the 280daily into a PDF format for evaluation.
Integration of App/Tool
Collaboration
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter,teaching and learning, and technology to facilitate experiences that advance student learning,creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge,skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
Assessment
The 280daily PDF journals will be evaluated using the following rubric:
data science, research ELA, impact SS,
Materials/Resources
Cell Phone (Optional)
ipad
Interactive Whiteboard
Internet access
Netbook Carts
Printer Capability
PDF Software
Value Beyond the Classroom
The value of this unit stretches beyond the classroom because humans interact with their environment every waking moment and must be cognoscente of how to prepare for emergencies and care for those who are impacted by emergencies, too. This also helps students develop evidence based, reflective opinions.
Curriculum Standards
Social Studies
7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).
7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes,monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions.
7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.
Literacy Standards:
#6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
#9 - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Science
7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.7.E.1.3 Explain the relationship between the movement of air masses,high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.
7.E.1.4 Predict weather conditions and patterns based on information obtained from:
• Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure)
• Weather maps, satellites and radar
• Cloud shapes and types and associated elevation
Math
6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population.
7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.
7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
English/Language Arts -
R.I.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.R.I.7.10 Read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.I.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
R.I.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Objectives
Social Studies
Students will analyze hurricane data; students will use the collected data to journal human-environment interaction, economic impact, and other damages as noted from the hurricane's point-of-view. (Literacy - Personification)Science
Students will collect hurricane data; students will use collected data and prior weather-based knowledge to explain hurricane activity/development. Students will also use collective data to formulate future weather forecasts.English/Language Arts
Students will gather, analyze, and synthesize informational text through the use of the diigo application.Math
Learning Activities
Exploring ihurricane HD app
Students will investigate weather factors necessary for hurricane development (i.e. cycling of water in and out of the atmosphere, relationship among movement of air masses, pressure systems, and frontal boundaries, and other weather related conditions). The app will be used to track and gather weather related data for a specific hurricane.
Diigo
Students will be placed into groups within diigo in their English Language Arts (ELA) class. Rather than doing one, whole-class period group, the groups will be based upon the six major hazards involved with hurricanes: storm surge, heavy rainfall, inland flooding, high winds, tornadoes and rip currents. From here, students must find internet-based articles about their specific topic to bookmark/tag, and then use the "highlighting" and "sticky note" features of diigo, therefore interacting with other members of that group. The information gathered here will be beneficial to the activities in both Science and Social Studies, and ultimately in the Animoto final unit assessment. Specific to ELA class, each of the six groups must present their diigo pages to their classmates via the interactive whiteboard in the classroom.
280daily
Within the Social Studies class students will synthesize information from both Diigo and ihurricane HD usage in English and Science and take on the persona of Hurricane Sandy. Using 280daily students will journal the daily human and environmental impact. After five days of journal entry, the students will convert the 280daily into a PDF format for evaluation.
Integration of App/Tool
Collaboration
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter,teaching and learning, and technology to facilitate experiences that advance student learning,creativity, and innovation in both face-to-face and virtual environments.a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge,skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
Assessment
The 280daily PDF journals will be evaluated using the following rubric:data science, research ELA, impact SS,
Materials/Resources
Value Beyond the Classroom
The value of this unit stretches beyond the classroom because humans interact with their environment every waking moment and must be cognoscente of how to prepare for emergencies and care for those who are impacted by emergencies, too. This also helps students develop evidence based, reflective opinions.Lesson Development Resources/Citations